A National Model for Engineering Mathematics Education

赖特州立大学部门改革的规划补助金重点是开发工程数学教育的国家模式。 该项目旨在重新定义工程数学的教学方式，目的是提高学生的保留率，动机和成功engineering.The拟议的解决方案策略开始与一个新生级engineeringmathematics课程（EGR 101）的发展。由工程系教授，课程将包括讲座，实验室和复习部分。使用面向应用的，动手的方法，拟议的课程将只解决实际上在各种核心工程课程中使用的突出数学主题。其中包括传统物理学、工程力学、电路和计算机编程序列。虽然上述核心课程传统上是为大二和大三保留的，但这个项目将把它们提前到课程中，EGR 101是唯一的数学先决条件。最后，建议开发一个新的工程微积分序列，由数学系在课程的后期教授，与大学和ABET的要求相一致。拟议的教学研究的智力价值在于其新颖的方法togengineering数学教育，由获奖的教育工作者的跨学科团队实施。特别是，动手，面向应用的方法是普遍缺乏工程数学教育。此外，通过取消传统的数学先决条件要求，并将核心工程课程提前到课程中，这种方法将需要对工程课程进行重大重组。其结果将把传统的重点放在数学先决条件的要求，以强调数学的工程动机，与新的数学序列的“及时”结构。拟议的研究团队包括获奖教师和创新者在课程开发代表每个工程计算机科学系的四个学院，以及数学和统计学系。EGR 101的动手实验室组件将提供一个机会，注入现代科学工具和研究方法到本科课程在新生水平。更重要的是，工程课程的拟议重组将使学生能够在完成传统数学序列之前参加工程研究活动。这将为学生提供一个机会，让他们“迷上”工程研究和发现的兴奋，无论他们是否已经成功地通过传统的数学序列前进。保留率低是传统上代表性不足群体成员特别关切的问题。因此，引入EGR 101和调整工程课程将对妇女、少数民族和其他传统上高风险学生的保留率产生最大的影响。

This planning grant for departmental reform at Wright State University focuses on developing a National Model for Engineering Mathematics Education. The project seeks to re-define the way engineering mathematics is taught, with the goal of increasing student retention, motivation and success in engineering.The proposed solution strategy starts with the development of a freshman-level engineeringmathematics course (EGR 101). Taught by engineering faculty, the course will include lecture, laboratory and recitation components. Using an application-oriented, hands-on approach, the proposed course will address only the salient math topics actually used in a variety of core engineering courses. These include the traditional physics, engineering mechanics, electric circuits and computer programming sequences. While the above core courses are traditionally reserved for the sophomore and junior years, this project will move them earlier in the curriculum, with EGR 101 as the only math pre-requisite. It is finally proposed to develop a new Engineering Calculus sequence to be taught by the math department later in the curriculum, in concert with college and ABET requirements.The intellectual merit of the proposed pedagogical research lies in its novel approach toengineering mathematics education, to be implemented by an interdisciplinary team of award-winning educators. In particular, a hands-on, application-oriented approach is generally lacking in engineering mathematics education. Moreover, by removing traditional math pre-requisite requirements and moving core-engineering courses earlier in the program, the approach will entail a significant restructuring of the engineering curriculum. The result will shift the traditional emphasis on math pre-requisite requirements to an emphasis on engineering motivation for math, with a "just-in-time" structuring of the new math sequence. The proposed research team includes award-winning teachers and innovators in curriculum development representing each of the four College of Engineering & Computer Science departments, as well as the Department of Mathematics and Statistics.The hands-on laboratory component of EGR 101 will provide an opportunity to infuse modern scientific tools and research methods into the undergraduate curriculum at the freshman level. More importantly, the proposed restructuring of the engineering curriculum will allow studentexposure to engineering research activities prior to the completion of the traditional math sequence. This will provide students with an opportunity to get "hooked" on the excitement of research and discovery in engineering, regardless of whether they have successfully advanced through the traditional mathematics sequence. Low retention is of particular concern for members of traditionally underrepresented groups. As such, the introduction of EGR 101 and the restructuring of the engineering curriculum will have the greatest effect on retention rates for women, minorities, and other traditionally high-risk students.